Right way to write numbers: designing an augmented reality-based numeracy application for children with learning disabilities using the ADDIE model

Researchers evaluated an augmented reality (AR) web application aimed at teaching foundational numeracy to children with learning disabilities, utilizing the ADDIE instructional design framework alongside Mayer's cognitive theory of multimedia learning. The exploratory pilot assessed baseline and learning profiles across five core mathematical skill areas using a cohort of 70 students from four specialized institutions.

This initiative highlights the growing integration of immersive technologies into specialized instructional frameworks to address foundational learning deficits. Demonstrating empirical grounding in assistive educational tools validates the strategic shift from generic technological interventions to theory-backed, personalized cognitive solutions.

Development of a web-based AR application structured through the ADDIE framework and Mayer's cognitive theory of multimedia learning (CTML).

Forward consideration, not a verified fact.